Author ORCID Identifier:
Date of Graduation
12-2025
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership (EdD)
Degree Level
Graduate
Department
Counseling, Leadership, and Research Methods
Advisor/Mentor
Lasater, Kara
Committee Member
Smith, Christy
Second Committee Member
Smith, Marcia
Keywords
Sharpie Academy; Engagement Strategies; Equity
Abstract
This dissertation presents a mixed-methods case study examining the effectiveness of Sharpie Academy, an alternative education program within the Chalkboard Champions School District. The study investigated three central research questions: (1) How does participation in the alternative learning environment at Sharpie Academy influence students' behavior upon reintegration into the traditional education setting? (2) What are the perceptions of parents, teachers, and community members regarding the program's outcomes? (3) How do these perceptions influence stakeholder support for the academy? Data was collected from 121 participants, including 43 students and 78 adult stakeholders, using participant observation, semi-structured interviews, surveys, and document analysis. Qualitative data were analyzed using Braun and Clarke’s (2006) thematic approach, while quantitative survey and behavioral data were examined using descriptive statistics (Creswell & Creswell, 2017). Although inconsistent baseline data limited inferential statistical testing, trends were observable in the post-intervention outcomes. Findings indicated that Sharpie Academy contributed to students’ behavioral regulation, emotional development, and academic engagement. Stakeholders with direct experience consistently expressed positive perceptions of the program, attributing its success to trauma-informed practices, individualized instruction, and a structured learning environment. However, limited understanding among stakeholders without direct exposure to the program revealed persistent misconceptions about its purpose. The study concluded that while Sharpie Academy is an effective short-term intervention, long-term student success is contingent on strategic reintegration planning and sustained support in the receiving environments. Recommendations include formal transition frameworks, expanded trauma-informed professional development, and proactive community engagement strategies. This study contributed to the literature by highlighting how student growth in alternative settings must be supported beyond those settings to ensure equity, continuity, and systemic change.
Citation
O'Neal, B. (2025). Supporting At-Risk Students Through Alternative Education: A Case Study on Reintegration, Behavior, and Stakeholder Perceptions at Sharpie Academy. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/5989
